Design Document for Lesson Plan

Name: Mackenzie Gibbon and Lauren Trader

Grade Level: 3rd

Concept/Topic: Social change and being a maker of change.

Length of Lesson (in minutes): 40 Minutes

Learning Objectives: What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)

- Students can tell me how they can make a change in their community.
- Students are able to talk about how they achieved civil engagement?.
- Students can tell how they can contribute to politics and the community?

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?

3.C&G.2 Understand how citizens participate in their communities.

-3.C&G.2.1 -Students can exemplify how citizens contribute politically, socially and economically to
their community.
-3.C&G.2.2 -Exemplify how citizens contribute to the well-being of the community’s natural
environment.
-3.C&G.2.3-Apply skills in civic engagement and public discourse (school, community)

Key Tasks/Activities: What are the key activities or tasks that you plan to use?

- Do a read aloud of “Never Too Young! 50 Unstoppable Kids Who Made a Difference”.
- Have students write letters to the local government.
- Have a discussion of the differences they want to have made from the letter that
they wrote.
What is your rationale for why you have selected these particular tasks/activities to meet your
learning objectives?

The reason for these activities is because we want to read aloud to show how children
their age are able to create change in their own society. We want this to be the foundation of the
lesson of how they are able to create change. From the book we plan on asking them questions
about promoting advocacy and change, so they can begin thinking about their own passions.
Then from the book we want them to move on to creating the letters. We want to show that it is
possible for them to create exchange even through this is just one way. We want them to think
about how they could better their own community. They can do this through thinking about their
own community and how they could create change and create a positive impact on it. The
discussion at the end is going to be assessed if they understand how they are able to make a
positive change in their community.

Anticipating Students’ Responses: How do you anticipate that students will respond to your
planned activities/tasks? This does NOT mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)?). When necessary, please insert images of
your handwritten anticipated approaches/strategies. Be specific! Use your anticipated responses
to help you plan your questions in the lesson plan.

It is thought that students are going to be asking why they can’t ask for there to be no school and
other questions that will only affect them and also won’t help them in the long run. This is
thought because as a student that is what I wanted. I didn’t know down the line what I was
learning in school was going to be helpful. When you are in elementary school you don’t realize
how much you are learning and how it is going to help you in pursuing what you want down the
line. Students might also want to ask for something that only helps them and could hurt or take
away from someone else. We also anticipate that they will not know where to start if they wanted
to make a change. Facing challenges is tough, and it may seem like an impossible thing for a kid
who sometimes wouldn't be taken seriously. We have to reinforce courage in the lesson and go
into the different ways they can get involved.

Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.
When students ask about not having school I am going to ask them what they want to be when
they grow up. I am going to show how they will need to use school in order to achieve that
dream and how school is important in their development.

If they ask for something such as more money or something the government can’t control and
only helps them and takes away from others. I am going to talk to them about wanting the best
for everyone and if their rolls were flipped would they want their stuff to go away. You want
them to be empathetic to others and to be thinking about the bigger picture and not just
themselves.

Development of Practices among Students: Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?

The purpose is the construe viable critique and social competence and creating change in their
community. We want them to critique by looking at what is already put into place and how they
can create it to be better. We want them to do this by thinking through what they are going to
write in their letter. We want them to think if this is only going to help themselves or if it is
going to be beneficial for everyone involved.

Assessment: Describe your assessment plan for the targeted learning objective(s). What
specific data/information will you use, and how will that data/information tell you that the
students have/have not met the objective?

This will be a formative assessment. Instead of pencil and paper we are going to have a discussion with
the students after they have written their letter. In this discussion the teacher will ask several questions to
see if the students have understood the objectives of the activity. These questions are : what piece of
change did you write your letter about? How will this affect others in your community? What can you do
now to help continue trying to create change in your community? What else would you want to write to
them about? What is civil engagement? How can you affect and contribute to politics and your
community?

Vocabulary/Language Function: Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● Content vocabulary (e.g., obtuse, molecule, civil rights)
● Academic language (e.g., represent, model, compare)
● Key non-content vocabulary that is necessary to understand the task/activity

Change - making something different.

Community - The people and influences around you as well as your environment.

Government- The system that is used to run a body of people.

Letter- a written way of communicating.

Activist - someone who believes in a goal and is willing to work to make that happen.

Civitizen - someone who is living somewhere.

Politics- They are the activists in the government. That is working to better our country .

Engagement- Being invested in something and being focused on it.

Classroom Management Plan: Describe your classroom management plan. Explain how you
will motivate students to engage in the lesson, how you will set and enforce expectations, and
how you will ensure that transitions are smooth and efficient.

During the lesson, we plan on keeping the students engaged by asking them many questions that
pertain to their own lives, and make them think about their own actions. During the read aloud,
when reading about certain unstoppable kids, we will ask the students how these kids made a
change, and some of the lessons that we could learn about those students.

In terms of behavior management, we will set up an expectation for respect from the beginning
of the lesson. We will expect them to be active listeners and participants. During the initial
reading, they will be prompted to listen to the different stories and see how their own lives are
similar/different.

Effective transitions will be made by practicing the language used with the children, and being
explicit with instructions. We will use clear language of the directions and expectations for every
transition and activity.